Integrating Family Life Education Instruction across the HDFS Curriculum
Raeann R. Hamon, Ph.D., CFLE
Paul A. Johns, M.A., LMFT, CFLE
Messiah College
One College Avenue Suite 3047
Mechanicsburg, PA 17055
Rhamon@messiah.edu
Pjohns@messiah.edu
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HDFS 101 Foundations of Marriage and Family—Exposure to the work of an FLE
Family Life Educators for a Day Video Project (40 points) (Gen. Ed. Objectives 3; Course Objectives 3, 6, 7, 8,
11, 12; CWEO 4.1)
Groups of students will work together to help the rest of the class understand a particular family life
topic. The group will choose a topic from a course text chapter or chapters provided by the professor. The
topic should be chosen based on the educational value the group believes the topic has for the development
of healthy family life (the group must present the topic to the professor for approval). The FLEs for the
day will seek to convey the family life material in a creative way via a short, 5-minute video (can be created or
chosen from various video resources), clear objectives, and a corresponding list of discussion questions, all of
which will be submitted via Canvas (2-3 questions related to the video topic and content). To engage the
class well, the FLEs for a day will need to have sufficient knowledge of the topic, but will not lecture on
the topic. Preparation may include becoming well-versed in the course reading(s), additional research, and
out of class FLE group meetings.
Outline of the FLE for a day video project (15-20 minutes total time):
- Title of presentation
- Objective(s) the presentation will fulfill (what will the students learn and how will the evidence of
such learning be measured?)
- 5-minute video (created or chosen for its educational value)
- 2-3 follow-up discussion questions
- Brief conclusion providing synopsis, main points, and reiteration of objective(s)
HDFS 142 Introduction to Interpersonal Relationships—Familiarity with purpose and types
of activities which can promote learning
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HDFS 242 Parenting—Introduction to establishing a need and developing and presenting
curriculum
Parenting Lesson Proposal & Annotated Bibliography
Students will design a parenting lesson for parents. This project allows the student to apply the material
being presented. As part of this assignment students must write a two-page, typed proposal that includes
the title basic research question, identifies the focus of the lesson, the main audience target, and a clear
delineation of the goals and objectives of the lesson as related to the area chosen. Please give a detailed
description of how the lesson is to function. In addition a two-page annotated bibliography including
five scholarly references should also be included.
For the brief annotated bibliography, student will review the 5 scholarly research articles that they listed
in their lesson proposal. Students will summarize the key findings related to the topic of the parenting
lesson. (Do not include self-help books, or popular magazines.) Each entry in an annotated
bibliography should contain the full citation of a reference source (written in APA style) and a short
summary of the article’s key ideas. The summary (in your own words) should be a distilled, factual summary
of the most relevant findings or ideas that will be used in your lesson. You may not include any material
from the article abstract or the summary! Assignments with fewer than the required references will
receive a grade deduction. See the resources/assignment information available in CANVAS for
details.
Collaborative Learning/Teaching Activity – CLTAs (20 points each or 15% of Final Grade): As part
of this course students will have the opportunity to work in groups to develop a creative learning activity
for teaching an age-group specific parenting topic. Working in teams of 4 to 5, students will research a
particular issue and develop an activity that explains how to respond or handle that issue (i.e., child
proofing a house, temper tantrums and preschoolers, sibling rivalry among school age children etc.). Each
group will be responsible to identify a problem and develop an activity to respond to that issue. Each group
will then prepare a 1 page handout that summarizes their understanding of the problem and the activity that
was developed. Students will be evaluated on the level of creativity of their activity, engagement of peers in
discussion, clarity of the presentation and thoroughness in researching the issue. Note: See course
schedule below for due dates. (This project is unrelated to your Parenting lesson).
In their CTLA groups, students will also be introduced to the STEP program and will have the opportunity
to help facilitate a session.
Parenting Lesson (100 points or 25% of Final Grade): Students will design a parenting lesson for parents.
This project allows the student to apply the material being presented.
Scenario: The community has asked you to design a one-hour parenting class for parents of children, birth to
adolescence. [You may pick a specific age group (e.g., infants) OR design a program on a specific topic (e.g.,
discipline)]. You will develop a session that incorporates both general information and research examples, as
well as create learning activities that achieve the goals and objectives of your session.
Students should address a specific area of desired competence in parenting about which they can educate
parents (i.e., how to discipline effectively, how to help children explore healthy foods and eating habits, and
how play can be used to enhance family time and foster parent-child attachment). The lecture should include
a complete manuscript of the presentation and any visual aids (e.g., video clips, overheads, posters). Detailed
instructions for completing the learning activities should also be included. Students should specify the target
population (e.g., inner-city, low-income, single parents; teenage mothers); the lesson should be designed for
that particular population, considering race, ethnicity, and social class, as appropriate. The following questions
will be particularly helpful for structuring the lesson:
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a.
b.
c.
d.
e.
f.
g.
What kind of parent would benefit from this parenting class? What is the population that you
wish reach?
What are your goals for the class (e.g., what do you want the parents to learn?)?
What objectives do you wish to accomplish for each goal?
What learning activities would best illustrate the information you are teaching the parents?
To achieve each objective, what information do you need to relate? What are the most
effective strategies for relating such information to your particular target population?
How will you assess whether you have accomplished your goal?
What are the risk and protective factors related to this issue/population
The final paper MUST include the following: an outline of the lesson, including goals, objectives and the
lecture manuscript; activities to accompany the lesson (including handouts); visual aids; evaluation of the
learned-skills or knowledge; all references used in the lecture. See the resources/assignment information
available in CANVAS for details on the grading rubric.
Lesson Presentation (STEP Program)
As part of their participation grade for this course, students will be asked to prepare and deliver a lesson
from a pre-prepared curriculum (STEP). Students will learn how to interact and work with these kinds of
programs that have been put together for other people to use. Each CTLA group will be responsible for
one lesson in the STEP program. Presentations will be at the end of the semester.
HDFS 355 Marital Relationships—Introduction to FLE Program Evaluation
Marriage/Couple Education Program Evaluation- Group PowerPoint Presentation (Objectives 4,11, 14;
CWEO 4.3)
Students will work in groups to research and evaluate a relationship education program from a list of
marriage/couple education programs provided in class. After having the program of choice approved by the
professor, each group will learn as much as it can about their program (research, web reading, emails, phone
calls, etc.). Each student will then evaluate the program based on a program evaluation process that will be
covered in class (see Appendix A). Finally, each group will create a PowerPoint presentation that provides an
overview of their program evaluation results. The PowerPoint presentation should, on average, include
10-12 content slides. You should also include information within your presentation describing your
efforts to obtain program information, even if they were failed attempts (e.g., email to program
authors; this will be an additional slide over and above the 10-12 content slides). The title slide and
references slides do not count toward the 10-12 content slides either. These may be viewed in class and the PowerPoint
presentations will be posted on the Canvas course site for the benefit of all. This assignment is worth 50
points.
Appendix A
HDFS355 Program Evaluation Guidelines
Common questions that can guide evaluation of family life education programs
(adapted from Duncan & Goddard, 2005, p. 71)
1. What are the ways in which participants are prepared to function better in their family life (couple/marital
relationship) as a result of the program? (attitudes, knowledge, skills, etc.).
2. Identify protective and risk factors addressed in the program.
3. In what ways do the participants actually function better as a result of the program? (behavior)
4. What elements or combination of elements have the greatest impact?
5. What needs related to program objectives remain unaddressed in spite of program efforts?
6. What evidence is there that the program satisfies the objectives of the funders/creators?
* Feel free to include additional evaluation questions.
Steps to follow for your program evaluation assignment
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1. Work with your group members to assign research tasks.
2. Obtain the program or as much information about the program as you can. Learn about the program’s
target audience, goals and objectives, delivery method, content, outcome data, etc.
3. Answer all of the questions listed above (if possible).
4. Write your PowerPoint presentation (title slide, 10-12 content slides, sources of information slide including
reference slide(s)).
Possible ways to obtain information about the program
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Scholarly research (journals, books, etc.)
Obtain information from the creator(s) of the program directly (email, phone call, written request,
online, etc.). Consider interviewing the program creators.
Online information (website, written reviews, etc.)
Obtain entire program or parts of the program outline and content (often organized in a program
manual)
Popular reviews
Get permission to speak with participants
Obtain efficacy/outcome data
Be creative/be active
Duncan, S. F., & Goddard, H. W. (2005). Family life education: Principles and practices for effective
outreach. Thousand Oaks, CA: Sage Publications, Inc.
Couple Relationship Tips with a Community Partner (Objectives 12, 13 [other objectives as they relate to the
student’s chosen topic]; CWEO 4.2, 4.3, 4.4)
Each student will create an approximately two-page (excluding references) Couple Relationships Tips
handout/pamphlet which can/may be used by a family life educator. The handout should synthesize
scholarship on some specific and focused aspect of marriage or couple relationships and offer sound, helpful
tips/advice on the topic (this may include courtship or pre-marital relationships as well).
To facilitate the production of an applicable family life education tool, each student will be required
to partner with a community partner (church, non-profit, etc.) that could potentially enrich their services by
utilizing your relationship tips project. The Agape Center may be able to help you identify various
organizations that you can contact to assess their need for such a tool or you may seek out a community
partner yourself. Once you have identified a partner (that agrees to work with you), you will complete the
following:
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Talk with agency/organization officials to identify a topic area of interest to both you and the
organization. Assess the viability of producing a tips project that will meet the needs of a
population they serve as well as the feasibility of reaching the target audience with your project.
See Appendix B for ideas about community partners and what/how to communicate
with your partner.
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Discuss your ideas with the professor to make sure you are moving in the right direction.
Do your research (at least six scholarly sources). As you gather your research, remain in
conversation with your partner to assess the applicability of your research.
Produce your tips project. Create a tool that is professional, creative, attractive, relevant and
reproducible (70 points).
Write a 2-3 page APA style paper describing what you have learned as you have cooperated with
your community partner (20 points). Include the name of your community partner, your primary
contact person, their contact information, and the agreed upon topic, as well as thoughts about
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the process and content of working with your partner on this project. This paper will be turned
in at the same time you turn in your tips.
Share your tips project with your community partner. Discuss if/how they may utilize your
completed tips project to meet the needs of the populations they serve.
Present your tips during the final exam period.
References need to be included on your tips project or as an addendum to your final tips
project. Students will be asked to share their Couple Relationship Tips with the class during the final
exam period (The presentation will be worth 15 points). The Couple Relationships Tips project is worth 105
total points. A grading rubric will be distributed as well.
Appendix B
Possible community partners
- Counselor/therapist
- Counseling center
- Pastor/Church ministry leader
- Social service agency/non-profit
- Missionary organization
- Medical center
- Council of churches
- State or local family/marriage coalition
Information for Community Partner
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This project will not require additional work on their part other than agreeing to meet with you three
times—once to decide on your topic, a second time to provide feedback about your progress, and a
third time to assess your final product. This communication may be done via email or Skype, but will
preferably be done in person.
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You are working to produce a product that could benefit your partner. Thus you want to
communicate that you will design your tips to be applicable to the people your partner helps.
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Your partner will not be required to communicate with your professor, assist with your research,
grade your project or use your final product in any way.
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Please thank your community partner for their assistance by giving a thank you card or small token
of appreciation.
HDFS 442 Strategies of Family Life Education
Needs Assessment Paper: Students are required to research and write an 8-10 page needs assessment paper.
The paper should succinctly cover the literature on the topic and chosen population, and should conform to
APA style. In addition to reviewing the literature, the paper should identify risk and protective factors,
information about the target population, and offer a coherent rationale for the project proposed. A guide for
the needs assessment is attached. By September 12th, each student should meet briefly with the
professor individually to review an outline of the needs assessment, including an introductory
paragraph and thesis. A draft/manuscript is due Sept. 17 for faculty and peer review, with the final
edited/revised manuscript for evaluation due to the professor on Sept. 26. The needs assessment paper is
worth 150 points.
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Goals & Objectives: Students will write a draft of goals and objectives for their FLE program (approximately
4-6 goals for entire program with at least two objectives per goal). Students will receive feedback from their
peers as well as the professors that will allow them to move forward with structure and direction for their
sessions. The goals and objectives will be worth 20 points and is due on Oct. 1
Family Life Education Program: Students will develop a family life education (FLE) program, 6
hours in length. The final FLE product should serve as a manual/handbook for a facilitator of the
program. The family life education program should be a natural outgrowth of the needs assessment
conducted earlier in the semester. Sample FLE projects are available to review in the Resource folder
of Sakai and in the Social Sciences Resource Room (Boyer 359). Please do not remove these
samples from the room so that they are available for everyone to examine. The Family Life
Education Project is worth 200 points and is due on Dec. 3.
Presentation: Each student will present an overview of his/her project to the class. The goal of the
presentation is to provide an overview of the FLE program that you developed with your peers,
including goals and/or objectives, a brief description of the program, and one exercise/activity from
your program. (The example exercise should be related to the primary content and emphasis
of your presentation; please bring copies of the activity for everyone.) This presentation is to last
approximately 20 minutes. These will be scheduled during the last several days of class. Specific dates
are listed in the course calendar. The presentation is worth 60 points.
This course has been designated as a writing intensive course for the human development and family
science major. Therefore, there will be several opportunities for students to receive written feedback
on both the needs assessment paper and the family life education program from different sources
including the Writing Center, your instructor, and your peer group.
6a. Peer editing the needs assessment paper: By Sept. 17, e-mail your professor and each of
your peer editing group members a copy of your final draft of your needs assessment paper.
Students should edit their peers’ needs assessments by Sept. 19 using “Track Changes”
and “Comments” features on Microsoft Word. Working in groups of three in the
computer lab, students will verbally discuss their written comments, general impressions, and
suggestions with their peers. Students are strongly encouraged to offer honest opinions,
including both affirmations and constructive criticism.
6b. Peer editing the family life education project: By Oct. 15, Oct. 29 & Nov. 14 e-mail your
professor and each of your peer editing group members any 2 hours of your project. Students
should have edited their peers’ FLE program hours prior to the peer editing period when we
will meet in the computer lab. Each peer reviewer must send an electronic copy of the
reviewed manuscript to its author and place a copy of the edited manuscript in their
own drop box with Sakai (for the professor to examine). Place your initials at the end
of the file name (e.g., Adoptionhr1-2.RRH). Working in groups of three again, students
will provide affirmation and constructive criticism, as well as additional reflections on
editorial comments.
Your professor will review your first four hours of session drafts. Your last two session
drafts may be reviewed at the discretion of your professor.
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